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This study was designed to examine the relationship of principal leadership and teacher behavior on the movement of students to a lesser restrictive environment. The specific lesser restrictive environment studied in this paper was the regular education program. The relationship between principal leadership through teacher behavior and the movement of the behavior disorders student from the behavior disorders classroom to the regular education classroom were examined in this study. The two hypotheses that guided this study were as follows: (1) the movement of behavior disorders (B.D.) students does not significantly regress on factors of the principal leadership; (2) there is no significant relationship between the principal leadership and BD teacher behavior. The majority of research was based on the material from the Leader Behavior Descriptive Questionnaire. The instruments used in this study were the Leadership Behavior Descriptive Questionnaire (LBDQ), the Behavior Disorder Teacher Behavior Questionnaire (BDTBDQ) and the Behavior Disorder Pupil Movement Scale (BDPMS). The BDTBDQ is a document designed specifically to determine the behaviors of a teacher of behavior disorders students. The purpose is to give these teachers the opportunity to decide how appropriate or frequently they engage in a certain behavior and to then mark the appropriate response. Teacher responses indicate behaviors within five areas, which are Implementation, Utilization, Monitoring, Maintenance, and Promoting relationships. Principal leadership does affect the movement of behavior disorders students from the behavior disorders classroom to the regular classroom. Behavior disorders student movement was significantly affected by behavior disorders teacher monitoring student progress towards academic and behavioral improvement.